The Effect of Using Mobile-Assisted Flipped Classroom on Iranian EFL Learners' Vocabulary Leaning
الموضوعات :
1 - PhD in TEFL, Poldokhtar University, Poldokhtar, Iran
الکلمات المفتاحية: Keywords: Flipped learning, Vocabulary Learning, Telegram Application, Students' Perception,
ملخص المقالة :
Abstract The emergence of flipped learning has provided new opportunities to improve the quality of English language learning. First, the present study attempted to investigate the effects of flipped learning on enhancing the vocabulary knowledge of EFL learners. Second, it aimed to investigate the perception of the participants toward the flipped learning. To this end, 23 EFL learners from an English institute in Iran were assigned to the flipped and conventional groups. In the flipped classroom, the course materials selected by the teacher were posted via Telegram Application in advance to the class and the class time was spent on different peer and group activities including pre-communicative sentence arrangement, communicative activities, pair, and group discussion, role-play and storytelling. Multiple data collection sources, including a vocabulary knowledge test, a student-recorded portfolio, and a flipped learning experience questionnaire were employed to elicit the required data. The results revealed that the participants in the flipped learning classroom performed a little better than the participants in the conventional class; however, it was not statistically significant. Besides, they did not have a positive attitude toward flipped instruction. The author presents insights into the impacts of flipped instruction on the quality of vocabulary learning and the participants' perception of flipped learning and offers recommendations and implications for practice.
References
Abdulrahman University. Canadian Center of Science and Education, 10 (14), 67-77.
Adnan, M. (2017). Perceptions of senior-year ELT students for flipped classroom: a materials development course. Computer Assisted Language Learning, 30 (3), 204-222.
Alavinia, P., & Qoitassi, K. (2013). On the viability of vocabulary learning enhancement through the implementation of MALL: The case of Iranian EFL learners. Journal of Language Teaching and Research, 4 (2),412 - 426.
Alhamami, M. (2019). Effectiveness of flipped language learning classrooms and students’ perspectives. Journal in English as a Foreign Language, 9 (1), 71-86.
Aljaser, A. (2017). Effectiveness of using flipped classroom strategy in academic achievement and self-efficacy among education students of Princess Nourah Bint.
Alnuhayt, S. (2018). Investigating the use of Flipped Classroom Method in an EFL Vocabulary Course. Journal of Language Teaching and Research 9 (2), 236-242.
Al Qasmi, A. M. B., Al Barwani, T., & Al Seyabi, F. (2022). Flipped classrooms and their effect on Omani students’ vocabulary achievement and motivation towards learning English. Journal of Education and Learning (EduLearn), 16(2), 152-163.
Amiryousefi, M. (2017). The incorporation of flipped learning into conventional classes to enhance EFL learners’ L2 speaking, L2 listening, and engagement. Innovation in Language Learning and Teaching. https://doi.org/ 10.1080/17501229.2017.1394307
Anderson, L. W., Krathwohl, D. R., Airasian, P., Cruikshank, K., Mayer, R., Pintrich, P. & Wittrock, M. (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy. New York: Longman Publishing.
Bergmann, J., & Sams, A. (2014). Flipping for mastery. Educational Leadership, 71 (4), 24-29.
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press. Catalan, R. M. J. (2003). Sex differences in L2 vocabulary learning strategies. International Journal of Applied Linguistics, 13 (1), 54-77.
Chen Hsieh, J. S., Wu, W. C. V., & Marek, M. W. (2017). Using the flipped classroom to enhance EFL learning. Computer Assisted Language Learning, 30 (1–2), 1-21.
Choe, E., & Seong, M. H. (2016). A case study of the flipped classroom in a Korean university general English course. Journal of Pan-Pacific Association of Applied Linguistics, 20(2), 71-93.
Fan, M. Y. (2003). Frequency of use, perceived usefulness, and actual usefulness of second language vocabulary strategies: A study of Hong Kong learners. The Modern Language Journal, 87, 222-241.
Flipped Learning Network, (2014﴿. The four pillars of F-‐L-‐I-‐P™. Retrieved from The Educate, 2015.
Fraga, L. M., Harmon, J. (2015). The flipped classroom model of learning in higher education: investigation of preservice teachers' perspectives and achievement. Journal of Digital Learning in Teacher Education, 31(1), 18-27, https://doi.org/ 10.1080/21532974.2014.967420
Goodwin, B. & Miller, K. (2013). Evidence on flipped classrooms is still coming in. Educational Leadership, 70 (6), 78-80.
Gorjian,B., Moosavinia, R., Ebrahimi Kavari, K., Asgari, P. , & Hydarei, A. (2011) The impact of asynchronous computer-assisted Language learning approaches on English as a foreign language high and low achievers' vocabulary retention and recall. Computer Assisted Language Learning, 24 (5), 383-391.
Gross, B., Marinari, M., Hoffman, M., DeSimone, K. & Burke, P. (2015). Flipped @ SBU: Student Satisfaction and the College Classroom. Educational Research Quarterly, 39(2), 36-52.
Haghighi, H., Jafarigohar, M., Khoshsima, H, & Vahdany, V. (2018). Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception, Computer Assisted Language Learning, DOI:10.1080/09588221.2018.1504083
Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A review of flipped learning. Retrieved from the Flipped Learning Network, 1/5/2015, http://flippedlearning.org/cms/lib07/VA01923112/
Harmon, J. M., Wood, K. D., &Keser, K. (2009) Promoting vocabulary learning with interactive word wall. Middle School Journal, 40 (3), 58-63.
Jane, W. (1996). A framework for task-based learning: London, England: Longman Addison Wesley.
Kang, N. (2015). The comparison between regular and flipped classrooms for EFL Korean adult learners. Multimedia-Assisted Language Learning, 18 (3), 41-72.
Kim, W. Y. (2018). The effects of flipped learning on the learning of English vocabulary. Korean Journal of English Language and Linguistics, 18(4), 470-485.
Lee, G., & Wallace, A. (2017). Flipped learning in the English as a foreign language classroom: Outcomes and perceptions. TESOL Quarterly, 52 (1), 62-84.
Leis, A. (2015). A Comparative Study of Flipped and Traditional Classrooms in an EFL environment. Japan Society of English Language Education (JASELE) National Conference, At Kumamoto, Japan.
Li, Jia (2010). Learning vocabulary via computer-assisted scaffolding for text processing, Computer Assisted Language Learning, 23 (3), 253-275.
Littlewood, W. (2004). The task-based approach: some questions and suggestions. ELT Journal, 58 (4), 319-326.
Moir, J., & Nation, P. (2008). Vocabulary and good language learners: Lessons from good language learners. Cambridge: Cambridge University Press.
Mori, Y., Omori, M., & Sato, K. (2016). The impact of flipped online Kanji instruction on written vocabulary learning for introductory and intermediate Japanese language students. Foreign Language Annals, 49 (4), 729- 749.
Obari, H., & Lambacher, S. (2015). Successful EFL teaching using mobile technologies in a flipped classroom. In F. Helm, L. Bradley, M. Guards, & S. Thouësny (Eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 433- 438). Dublin: Research-publishing.net
O’Flaherty, J., and C. Phillips. 2015. The use of flipped classrooms in higher education: A Scoping Review. The Internet and Higher Education 25: 85–95.
Overmyer, G. (2014). The flipped classroom model for college algebra: effects on student achievement. Colorado State University: Fort Collins.
Ou-Yang, F. C., & Wu, W. C. V. (2017). Using Mixed-Modality vocabulary learning on Mobile Devices Design and Evaluation. Journal of Educational Computing Research, 54 (8), 1043-1069.
Prefume, Y. (2015). Exploring a flipped classroom approach in a Japanese language classroom: a mixed methods study .Published Doctoral Dissertation. Baylor University: Texas.
Sung, K. (2015). A case study on a flipped classroom in an EFL content course. Multimedia Assisted Language Learning, 18 (2), 159-187.
Toto, R., & Nguyen, H. (2009, October). Flipping the work design in an industrial Engineering course. Annual Frontiers in Education Conference, San Antonio, TX. Webb, M., Doman, E., & Pusey, K. (2014). Flipping a Chinese University EFL Course: What Students and Teachers Think of the Model. The Journal of Asia TEFL, 11 (4), 53-87.
Zhang, H., Li, J., Jiao, L., Ma, W. & Guan, C. (2016). The adjustment and effects of vocabulary teaching strategies in flipped classroom. Creative Education, 7, 1966-1973.
Zhao, Y. (2003). Recent developments in technology and language learning: A literature review and meta-analysis. CALICO Journal, 21 (1), 7–27.
